International Education Journal, 2005, 6(3), 386-399. ISSN 1443-1475 © 2005 Shannon Research Press. http://iej.cjb.net 386 Vygotsky’s philosophy: Constructivism and its criticisms examined Charlotte Hua Liu Graduate School of Education, Adelaide University, Australia
[email protected] Robert Matthews Graduate School of Education, Adelaide University, Australia
[email protected] Criticisms have recently been voiced of constructivism, the leading metaphor of human learning since the 1970s. Inspired by inconsistencies in interpretations of constructivism in current literature, we examine the underlying epistemological beliefs of popular constructivist theories and their criticisms. We find that popular constructivist claims and criticisms, instead of being based on contrasting philosophical ideas, are similarly grounded on the dualist separatism of the human mind and the external world. We then present our interpretation of Vygotsky’s historical-dialectical-monist philosophy, through discussions of Vygotskyan concepts including social environment of learning, the role of language, and individual consciousness. The paper concludes that confusions about Vygotsky’s theory often arise from concepts taken literally and from the lack of appreciation of the general philosophical orientation underpinning his works. Constructivism, criticisms, Vygotsky’s philosophy, historical-dialectical-monism, paradigmatic philosophy INTRODUCTION Setting out to overcome the Cartesian mind-body dualism and the well-rehearsed debates between empiricism and rationalism, the constructivist metaphor of cognitive psychology emerged in the 1970s (Gergen, 1985); and since then, has been the buzzword in school education and teacher training in the western part of the world. It has been recognised as both a ‘paradigm’ as well as a ‘theory’ (Fosnot, 1996).